NavyShore Infrastructure Transformation (NSIT)

Collaborative Health Training

for Federal Organizations

“Prevention and Management

of Disruptive Behavior” (PMDB)

Design Concept Report

Version: 0.7

February 24, 2006

5780 W. Werner Road

Bremerton, WA 98312

PMDB Design Concept Report

FileNet ID: 003706055 V11

February 24, 20061

TABLE OF CONTENTS

1.0Introduction

1.1Project Background

1.2Design Task

1.3Functional Prototype

1.4Verbal Prototype – User’s Eye View

2.0COntent COnsiderations

2.1Audience Characteristics

2.1.1Demographics

2.1.2Training Requirement

2.1.3Experience

2.1.4Environment

2.2Course Structure

2.2.1Module Overview

2.2.2Practice Module Activity Structure

2.2.3Module Structure Details

2.3Course Titles

2.3.1Overall Training Title

2.3.2Module Title Format

2.3.3Activity Title Format

2.4Content Sources

2.5Course Guide

2.6Reusability

2.7Learning Objectives

2.7.1Overall Course Objective

2.7.2Specific Objectives

2.8Instructional Strategies

2.9Assessment Design

2.10Assessment Strategies

2.11Module and Course Completion

3.0Technical Considerations

3.1Course Functions

3.1.1Registration, Login and Course Enrollment

3.1.2Course Completion Data

3.1.3Feedback Form

3.2Navigation Elements

3.3Navigation Scheme

3.4Sequencing

3.5Screen Design

3.5.1Sample Screen Design – Tutorial Interface

3.5.2Sample Screen Design – Scenario Interface

3.5.3Sample Screen Design – Video Interface

3.6Assessment Scoring

3.7Accreditation and Continuing Education Units

3.8VA Directive 6102 Handbook

3.9Software Design

3.10Media Selection

3.11Development Tools and Methodologies

3.12Delivery Environment

3.13Computer Configuration

3.14Section 508 Compliance

4.0Evaluation Instrument

5.0Life Cycle Management

LIST OF TABLES

Table 1. Design Topics

Table 2. Module Structure

Table 3. Activity Objectives

LIST OF Figures

Figure 1. PMDB Activity/Learning Objects Tree

Figure 2. Sample Content Screen – Tutorial Interface

Figure 3. Sample Content Screen – Scenario Interface

Figure 4. Sample Content Screen – Video Clip Interface

LIST OF APPENDICES

AcronymS...... A-1

PMDB Design Concept Report

FileNet ID: 003706055 V11

February 24, 20061

1.0Introduction

This document delineates the process Concurrent Technologies Corporation (CTC) will follow in designing, developing, and delivering the web-based component of the Prevention and Management of Disruptive Behavior (PMDB) Training Program. It explains, in detail, concepts for instructional content, product design, information layout, and interactive capabilities of the final product.

The contents of this document are based upon the data collected during the Design Workshop attended by CTC and client Design Team members from the Navy, Air Force, and Veterans’ Administration (VA),including decisions documented in the Requirements Analysis Report. Clarification and expansion of this data was accomplished by email and telephone communications.

Once reviewed and approved, this document will become the design specification for both content and software architecture of the web-based component of the PMDB Training Program. For ease of understanding, this report will refer to “the course” to mean the web-based component of the PMDB Training Program.

1.1Project Background

The purpose of this project is to develop a Sharable Content Object Reference Model (SCORM®)-conformant health course that can be shared across multiple federal agencies. It is part of the Collaborative Health Training for Federal Organizations design and development project that CTC is performing for the VA Employee Education Services (EES) under the Navy Shore Infrastructure Transformation (NSIT) Program.

1.2Design Task

As noted in theTechnical Proposal, Section 2.4.3, the Design task follows the Requirements task and consists of a Design Concept Report, a functional Prototype, Content Outline, and Storyboards. Table 1 lists the topics covered in the Design Concept Report.

Table 1. Design Topics

Design Aspect / Description
Audience characteristics / Aspects of the audience that impact design, including experience, demographics, aesthetic preferences, and training environment.
Course functions / Functionality separate from the training program content, such as registration and logon, “Help” navigation, and certificates of completion.
Learning objectives / Performance criteria that the student will be able to meet after completing the course and the objectives that relate to each segment of the course.
Course structure / Key topics or activities (and their titles) that will make up the course and sequence(s) in which the activities will be presented.
Activity structure / Sub-topics, activities, and their associated titles and the sequence in which they will be presented for each lesson.
Content design / Instructional strategies for organizing content into learning activities.
Assessment design / Scoring and completion requirements for any knowledge checks,quizzes, tests and/or scored activities.
Media selection / Types of media that will be utilized: audio, video, animation, graphics, text, etc.
Aesthetic design / Color scheme, text size, font style, and graphic style as well as any other visual elements.
Navigation scheme / Buttons, menus, and the relational logic used to move between functions and the various modules of the training program.
System architecture/software design / Relational logic and interactions among hardware and software modules of the system.
Development tools / Purpose for each development tool and its version number.
Delivery methodology / Delivery environment and delivery methods. Potential delivery methods include instructor-led training, WBT, e-learning, job aids, self-paced instruction, videos, and other mixed methods of delivery.
Life cycle management / Identification of ownership, the responsibility for updates, and any labeling guidelines of the final product(s).
Other / Throughout the analysis process, it may be necessary to incorporate requirements beyond those described above. These requirements will be incorporated into the design documentation as necessary.

1.3Functional Prototype

In order to deal with user experience and technical issues as early as possible in the development cycle, and to give the Design Team a feel for what is being proposed, a functional prototype will accompany the final delivery of the Design Concept Report, on February 24, 2006.

It will demonstrate the interface, navigation, and activity flow of the entire course. Sample content will be included for the introduction, one activity in each practice module, and one tutorial. Comments received on this Design Concept Report during the review phase may impact the prototyping process, as the two phases overlap.

1.4Verbal Prototype – User’s Eye View

A first-person account of the proposed course experience – a verbal prototype – is provided to help the reader grasp the implications of the technical choices being made in this project.

  • I register and login in the resident LMS and find the course from a course catalog and launch it.
  • Profiling information is requested to establish the passing threshold for the final.
  • The introduction opens, with all the normal material needed to orient me to the course, including the potential to begin right away with the practice modules.
  • I see a motivational piece with either video or photos and text of several actual testimonials to the value of PMDB training.
  • Then I see the introductory content on prevention as a strategy, and take a knowledge check.
  • Once I finish the intro, I see the other modules on the LMS menu except for the final and I choose at this point what I want to do next.
  • I might play the game, I might want to do the tutorials first, I might want to begin on the scenarios – it’s up to me.
  • Once I choose a module, I work through the activities in the module in the order they are presented.
  • If I get interrupted, bookmarking should bring me back to the same activity.
  • If I choose any of the practice modules, and realize I need info that might be in a tutorial, I click the Tutorial tab and find what I need. If I complete the knowledge check (or checks) for any tutorial from inside a practice module, it will show as completed when I open the stand-alone Tutorial Module. This accomplishes two goals – it makes sure I complete everything needed for accreditation, but it lets me make a lot of choices about when and in what context.
  • Every time I finish a module, I see a screen that lets me know what I’ve completed and what is still ahead.
  • Once all available modules are completed, the final assessment will be available.
  • I can think about my answers, review them, and even see my score and decide if I’m ready for it to be recorded in the LMS. This honors my desire to do the best I can before committing my score to the LMS.

2.0COntent COnsiderations

Considerations such as audience characteristics, learning objectives, course structure, and screen design, impact choices about content and how it will be organized for presentation. These decisions are detailed in this section of the report.

2.1Audience Characteristics

One of the most important aspects of designing training is an understanding of the audience. This helps to develop accurate learning goals and appropriate training solutions.

In the case of training which is being designed to maximize potential reuse, a balance between the identified current audience and the profile of potential future audience(s) needs to be reached. This may entail identifying and making concessions to increase the likelihood of reusability in the future, as long as they do not negatively impact the user experience of the known trainee.

2.1.1Demographics

  • Traineesprovide direct patient care in a wide variety of staff positions within medical facilities: physicians, nurses, medical technicians, receptionists, cafeteria workers, office staff, etc.
    Design Impact: Scenarios developed for use in the training will depict situations in which patients interact with various staff members.
  • Trainees (medical center employees) at the VA range in age from 20 to 75. Comparable employees in the Navy and Air Force range in age from 20 to 60.
    Design Impact: Employees represented in the training will range in age from 20 to 75.
  • Medical center employees are held to a professional dress code, and may appear in service-specific uniforms in their work environment.
    Design Impact: Employees represented in the training will be well-groomed and wearing generic white technician jackets or regular street clothes.
  • Patients at medical centers range in age from new-born to elderly.
    Design Impact: Patients represented in the training will range in age from new-born to elderly.
  • Trainees have at least basic computer skills. They are able to use a keyboard and mouse to open, navigate through, and close applications.
    Design Impact: Operation of the computer and software program will not be addressed.
  • Trainees may require the design accommodations set forth in Section 508 of the Rehabilitation Act as amended by Congress in 1998. This requires that Federal agencies developing electronic information make that information accessible to Federal employees with disabilities.
    Design Impact: Colors not easily distinguished by color-blind trainees will not be part of any design in which decision-making relies on color recognition.
    Design Impact: Video clips will be supported by closed captioning.
    Design Impact: A text-only version of the concepts and facts that comprise the core content will be available in a form that can be read by assistive technologies.

2.1.2Training Requirement

  • The PMDB Training Program may be mandatory for some audiences and optional for others. In some cases, it will be part of an accreditation process.

Design Impact: The training will be designed to engage the trainee in problem-based scenarios immediately following course orientation material, reinforcing the premise that adult learners prefer to “discover”, as opposed to being “taught” new material

2.1.3Experience

  • Trainees will have widely varying degrees of familiarity and experience with the topic of preventing and managing disruptive behavior.
    Design Impact: Trainees will not be “forced” to work through the didactic portions in advance of practice modules.

Design Impact: The training will be structured to provide access at any time to the didactic materials needed for a less experienced trainee.
Design Impact: The didactic portions will comprise short tutorials for use either as initial exposure or review, and practice activities.

2.1.4Environment

  • Training will be accomplished whenever a trainee has time available during scheduled work hours or free time, and in various settings, such as offices, nurses’ workstations, and medical library study rooms. Interruptions and distractions will be inevitable.
    Design Impact: Content will be organized into segments that can be completed in a maximum of 20-30 minutes.
    Design Impact: At any point thata trainee exits the course bookmarking should allow for resumption in the same activity that was closed out. See section 3.4 for more details about bookmarking.
  • Sinceall potential training hardware support cannot be determined, the Design Team reached consensus that the training will be designed for workstationscontaining audio speakersand headphones.
    Design Impact: The training will contain minimal audio content, but make use of audio when appropriate to do so, such as in video clips.
    Design Impact: All narration will be available as on-screen text, or summarized in closed captioning.

2.2Course Structure

The current 2-day live training will be redesigned to include self-paced instruction via web delivery, but will retain the live classroom segments that provide guidance and practice in physical skills and therapeutic containment. No changes will be made to the existing materials for the live classroom segments.

Adult learners, as a general rule, prefer to be presented with the opportunity to discover how much they already know, and tap into resources only as they become needed. The course will be designed to reflect this preference.

2.2.1Module Overview

The course will consist of sevenmodules:an introduction, a group of tutorials, three activity modules, a game, and a final assessment. The tutorials will function as resource material for all other modulesand be accessible at any time, except during the game and the final assessment. Figure 1provides a visual representation of the course flow.

Details on eachmodule of the course follow:

  • Introduction
    An introductory module will orient the trainee to the software application, its functionality, and address typical trainee questions, such as learning objectives, assessments, and records of completion. It will also include an introduction to the concept of prevention as the foundation of the course.
    In order for it to be effective, training for adult learners must make connections between the material to be learned and the trainees’ daily work world. In support of this critical motivational imperative, the introduction may also include testimony by employees of how the PMDB training might have made, or actually did make, a significant difference in their own safety and/or the safety of patients and co-workers.
  • Tutorials
    A trainee will be able to access all the concepts and facts that comprise the current course’s core content in two ways: from within each of the practice modules, and as a stand-alone module. Each tutorialwill contain a knowledge check. Both a topics list and a search feature will facilitate the use of the tutorials.
  • Practice Modules
    Three modules will be developed to provide practice applying the facts and concepts presented inthe tutorials. Trainees may elect to complete the practice modules prior to working through the tutorials, or use the tutorials as reference material while working through the practice mdules. The final assessment will not be accessible until all screens in the practice modules, tutorials, and game have been “experienced.”
  • Game – SimIntake
    The game takes place in a waiting room/reception area of a medical facility. The player is the person working at the counter. The object of the game is to make the best decisions for dealing with a variety of patients who present themselves at the counter, working against a clock. In addition to the element of time, there will also be an indication of the level of stress escalating or de-escalating within the staff and the patients. Various choices will be available for dealing with each situation. Players who do not make the best choices quickly enough to beat the clock may find that the situation spirals out of control. The game can be played as many times as the trainee wishes.
  • Assessment
    There will be knowledge checks throughout the training, and one scored assessment that serves as a final evaluation. A screen will display the numerical score (on a scale of 1-100) of this final assessmentand pass/fail status. See section 3.4 for more details on SCORM technical considerations.

2.2.2Practice Module Activity Structure

The structure of each practice activity will depend on the module it is in.

  • Module2 – Identifying Factors

The first module will consist of a series of short stories appearing as text onscreen. Each story will present a scenario between staff and patient in a medical center setting. An activity will accompany each story. In some cases, the activity will be to identify both predisposing and precipitating factors identifiable from the story. In other cases, the activity will be to identify potential hazards in the environment that could be removed, rearranged, or otherwise rendered less dangerous in the event of disruptive behavior. Some stories may have both activities and/or other activities associated with them.

  • Module 3 – Analyzing Stress Levels

The second module willconsist of a series of video clips. If applicable, information may accompany a clip, either before or after it is played. The activities associated with these clips will be to identify the likely levelsof stress and the type of action appropriate to the level selected. In addition, trainees may be asked reflective questions about their own response to what is portrayed.

  • Module 4 –Responding On-the-Job

The third module will consist of complex, multi-stage scenarios. At each stage, the trainee will choose actions to take and will be presented with the consequences of that action and feedback to reinforce learning. Each scenario will “drill down” several levels. The trainee will be able to follow any of the decision paths to discover consequences for various types of responses. In addition, one scenario may be “played out” from either the staff or the patient perspective.

2.2.3Module Structure Details

Table 2displays the structure of each module of the training.

Table 2. Module Structure

Module / Structure
Module 1Introduction /
  • Profiling to set passing threshold on final assessment.
  • Orientation to the course, including notes on navigation, and the various modules of the course.
  • Series of “talking heads” (video or photos and text) developing motivation for taking the course.
  • Brief description of hands-on portions of the PMDB Training Program.
  • Mini-lecture introducing the concept of prevention and the triangle of self, other, and environment.
  • Knowledge check.

Module 5Tutorials /
  • A series of mini-lectures on PMDB facts and concepts.
  • Knowledge checks for each tutorial – multiple choice, drag and drop, etc.

Module 2Identifying Factors /
  • Short stories.
  • Activities in identifying predisposing and precipitating factors.
  • Activities in modifying the animated physical environment.

Module 3 Analyzing Stress Levels /
  • Video clips and accompanying information.
  • Activities in analyzing the stress levels depicted.
  • Activities in choosing appropriate types of interventions.
  • Activities in reflecting upon personal reactions.

Module 4 On-the-Job Responses /
  • Complex, multi-stage scenarios.
  • Activities in choosing appropriate responses.
  • May include option to “play” from either the staff or the patient perspective.

Module 6 Game :SimIntake /
  • Time-limited, animation-based activity that allows for quick responses and rapid decision-making practice in a medical center reception environment.

Module 7 Assessment /
  • A randomized subset of knowledge checks from the tutorials and one complex scenario. Scored on a scale of 1-100.

2.3Course Titles

Course and module titles will adhere to the following formats. Titles will be displayed in the LMS and may be displayed within modules. Titles onscreen may eb abbreviated as appropriate.